ADULT CORRECTIONS OFFICER CORE TRAINING COURSE MANUAL

State of California, Board of Corrections

Standards and Training for Corrections Program

600 Bercut Drive Sacramento, California 95814

(916) 445-5073

Charles W. Page, Jr. Shelley Montgomery

Deputy Director Standards Manager

Copyrighted

(May be reproduced with permission)

1985, 1987, 1988, 1990, 1994, 2000

Board of Corrections staff who worked on this revision. Shelley Montgomery, Standards Manager Wayne Landberg, Field Representative Tess Dobbs, Staff Services Analyst Chuck Uno, Criminal Justice Consultant Ron Jenkins, Field Representative John Berner, PhD, Research Consultant Rebecca Parker, PhD, Research Consultant Charlene Aboytes, Field Representative Don Truhett, Fire Safety Consultant Ellie Shelton, Deputy State Fire Marshal

ACKNOWLEDGEMENTS

Many local corrections practitioners contributed to the successful curriculum revision project of 1999-2000. The agencies they represent reflect the demographic diversity of Californias local detention systems. Additionally, training providers, instructors and other subject matter experts gave valuable input during the revision process. The Board of Corrections is extremely grateful to all those who volunteered their time and hard work in making this revision process successful. Their support and assistance, along with their agencies generous contribution of their time, enables California to maintain the most comprehensive and current training program for entry-level adult corrections officers. The Board of Corrections wishes to thank the following individuals who participated in this project:

Dendy Hunt Trinity Sheriffs Dept.

Jerry Wernli Placer Sheriffs Dept.

Ed Clites Santa Rosa Training Center

Jan Grossman Trinity Sheriffs Dept.

Mike Harris Placer Sheriffs Dept.

Christina Williams Santa Ana Police Dept.

Kevin Phillips Mariposa Sheriffs Dept.

Dennis Griffin Humboldt Sheriffs Dept.

Ken Burgess San Francisco Sheriffs Dept.

Rich Parrish Mariposa Sheriffs Dept.

Dean Flint Humboldt Sheriffs Dept.

Kerry Bulls Taft College (W.E.S.T.E.C.)

Dave Walker Costa Mesa Police Dept.

Paul Miyamoto San Francisco Sheriffs Dept.

Jim Childers Tuolumne Sheriffs Dept.

John Carlyle Costa Mesa Police Dept.

Edwin James San Francisco Sheriffs Dept.

John Copher Fresno Sheriffs Dept.

Bob Coats Amador Sheriffs Dept.

Greg Little Fresno Sheriffs Dept.

Jaime Mendoza Santa Ana Police Dept.

Tom Guerra Amador Sheriffs Dept.

Elias Mendez Fresno Sheriffs Dept.

Valerie Spinks San Francisco Sheriffs Dept.

Dave Devogelaere Nevada Sheriffs Dept.

Francisco Brambila San Diego Sheriffs Dept.

Karen Lovie Humboldt Sheriffs Dept.

Tess Kingsbury Nevada Sheriffs Dept.

Darlene Takala San Diego Sheriffs Dept.

Steve Traverso Stanislaus Sheriffs Dept.

Yordchai Brown Oakland Police Dept.

Latosha Waldon San Joaquin Sheriffs Dept.

Dean Growden Lassen Sheriffs Dept.

Ed Fernandez Oakland Police Dept.

David Oram San Joaquin Sheriffs Dept.

Wanda Epps Los Angeles Police Dept.

David Weber Madera Dept. of Corrections

Donald Mills Los Angeles Sheriffs Dept.

William Naber Naber Technical Enterprise

Wendell Davis Madera Dept. of Corrections

Joseph Badali Los Angeles Sheriffs Dept.

Gordon Olsen Olson Enterprises

Frank DeRocher Tuolumne Sheriffs Dept.

Jerry Gutierrez Riverside Sheriffs Dept.

Terence Clippinger Training Mgmt. Consulting

J.P. Jones Tuolumne Sheriffs Dept.

Renee Lowe Los Angeles Sheriffs Dept.

Gary Schoessler Yuba Community College

Chris Ford San Joaquin Sheriff's Dept.

David Kurtze Fresno Sheriffs Dept.

Andrew Crider Fresno City College

Mary Castillo Santa Ana Police Dept.

Vickie Nelson San Joaquin Sheriffs Dept.

Wendy Cooper Sonoma Sheriffs Dept.

Ann Matulin Santa Ana Police Dept.

Ron Fields Victor Valley College

Darlene Conley Shasta Sheriffs Dept.

Betty Kelly South Bay Regional Public Safety

Center

Leslie Brown Sacramento Public Safety Center

Training Center

TABLE OF CONTENTS

Introduction: Purpose and Scope of This Manual....................................................................................i Effective Date for Delivery of This Curriculum................................................................. ii Section A: Overview Description of the Adult Corrections Officer Job............................................................A-1 Overview of the 1999-2000 Revision Process................................................................A-4 Assumptions Guiding Development of the Core Curriculum..........................................A-4 Section B: Summary of Changes to the Curriculum.........................................................................B-1 Section C: Core Training Course and Unit Schedule.......................................................................C-1 Section D: Instructional Objectives and Design Specifications.........................................................D-1 Section E: Test by Instructional Objective Index.............................................................................E-1 Section F: Instructional Objectives by Core Task Index..................................................................F-1 Section G: Instructional Core Tasks for Adult Corrections Officers.................................................G-1 Section H: Adult Corrections Officer Supplemental Core Course (Supplemental To POST Basic Academy)......................................................................H-1 Note: The Physical Tasks Training Manual and the Knowledge/Skill Maps are separate documents.

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INTRODUCTION Purpose and Scope of This Manual The primary purpose of this Core Training Manual is to present the core curriculum and design specifications for the Adult Corrections Officer Core Course. This information is essential for training providers for the presentation of the entry-level core course and to receive and maintain STC certification. It is also of significant benefit to local corrections departments in the training of new adult corrections officers. Note: This manual can be downloaded from the Board of Corrections web site: www.bdcorr.ca.gov. The manual also provides a brief summary of how the curriculum was revised, assumptions underlying the development and revision of the curriculum and how the course specifications may be used to prepare course lectures, lesson plans, tests and materials. For more in-depth coverage of certification procedures, structure and core course delivery requirements, training providers are encouraged to thoroughly read the Boards Handbook for Presenting Core Courses. The Core Training Manual is divided into several sections. Section A provides a description of the adult corrections officer job as the majority of corrections officers who work in local facilities in the state perform it. This section also includes an overview of the 1999-2000 curriculum revision process and the assumptions guiding the process. Section B presents a summary of the results of the 1999-2000 job analysis and resulting curriculum revision. Section C presents an overview of the revised Adult Corrections Officer Core Course in topical outline form. This outline shows the time to be spent on each module and unit and a suggested sequence of the topics. Section D presents the prescribed objectives for the course. These objectives are the fundamental building blocks of the curriculum. They provide the goals toward which trainees will strive and the basis for developing methods to evaluate instructional effectiveness. Section E contains the Test by Instructional Objective Index. This index identifies the instructional objectives that are to be included in each Job Knowledge, Written Skills and Behavior Skills test in the course. The index also provides the minimum number of test questions to be included in the Job Knowledge Tests. Section F consists of the Objectives by Core Task Index. This index documents the relationship of each course objective to one or more important adult corrections officer core tasks tasks defined as important and commonly performed by the majority of adult corrections officers statewide. Section G presents the full list of adult corrections officer core tasks. The core task statements will allow the reader to examine in detail the relationship between course objectives and the narrative statement of each validated core task. Section H presents the prescribed curriculum for the Adult Corrections Officer Supplemental Core Course (supplemental to the Peace Officer Standards and Training Basic Academy). This 56 hour course is designed for the adult corrections officer who has successfully completed the POST Basic Academy and is assigned to the jail. Two separate documents, entitled Knowledge/Skill Maps and Physical Tasks Training Manual accompany this Core Training Manual. The Knowledge/Skill Maps contain valuable resource information about the core tasks, arranged in a format that groups related core tasks. In addition to linking the Knowledge/Skill Maps to the core tasks, each group of core tasks in the maps is described more fully

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in terms of the value, prerequisites and steps of performing the core tasks. This information will assist providers and instructors when they develop their lesson plans and test questions. A more complete explanation of how the maps relate to the course is contained in the introductory pages of the maps manual. The Physical Tasks Training Manual describes the curriculum for instructing trainees on techniques and practice methods to perform physically demanding tasks (running, lifting, carrying, etc.) and to support the trainees ability to perform the tasks specified in Restraint Techniques and Fire and Life Safety (Unit #8 and Unit #20, respectively, in this Core Training Manual). The Physical Tasks Training Manual includes a description of four work simulations of physical tasks as well as benchmark minimums for testing on performance of these tasks. This manual is required reading for all physical tasks performance instructors who will be the trainers for the Adult Corrections Officer Core Course. Effective Date for Delivery of This Curriculum The effective date for the prescribed curriculum detailed in this manual is July 1, 2001. However, STC training providers may begin delivering this curriculum prior to the effective date if the revised curriculum has been certified by the Board of Corrections. Certification documents must be submitted to STC sixty (60) days prior to the first delivery of this new curriculum. Since virtually all of the course objectives, physical tasks protocol, testing methodologies and knowledge/skill maps were evaluated and subsequently revised, training providers must also update their presentations, lesson plans, and Job Knowledge Test items to reflect these changes. Please feel free to contact the Board of Corrections for any assistance needed in fulfilling these certification requirements: (916) 445-5073.

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SECTION A. OVERVIEW Description of the Adult Corrections Officer Job The adult corrections officer job can differ from one county or city to another and from one assignment to another in the same jurisdiction. This training course relates to the activities or tasks performed by the majority of adult corrections officers throughout the state, regardless of the location, size, budget, etc. of the employing agency. The description of this core job comes from two basic sources. First, the overall mission of the adult corrections officer job and its place in the California Criminal Justice System are established in state law. The second source of information about the core job comes from the statewide job analysis research conducted periodically by the Standards and Training for Corrections (STC) Program of the California Board of Corrections. Drawing upon each of these sources, the following describes the core job in terms of its: (a) overall mission, (b) role and function in the California Criminal Justice System, and, (c) major tasks and responsibilities. Mission of the Adult Corrections Officer. The adult corrections officer is to ensure a safe, secure and humane environment for those persons who have been legally incarcerated and to protect society from those persons who represent a danger to the community and to themselves. Role and Function of the Adult Corrections Officer. The role and function of the adult corrections officer is to ensure that those persons entrusted to his/her care are provided with a decent and humane environment, protected from those who would harm them, and prevent them from harming themselves or others. A further role may be to provide services and/or behavioral controls that would aid in the correction of the inmates behavior and aid them whereby they may be permitted to return to the community. Major Tasks and Responsibilities. The major tasks and responsibilities of the adult corrections officer job in local detention facilities in the State of California have been defined in the periodic statewide job analyses conducted by the Board of Corrections. For the purposes of this manual, only the highlights of the most recent job analysis conducted in 1999-2000 are presented. The primary data gathering instrument in the job analysis was a structured task questionnaire completed by adult corrections officer job incumbents and supervisors. The ratings from these questionnaires were used to identify the core tasks upon which this curriculum is built. For a more detailed report on the 1999-2000 job analysis, please refer to STC documents describing this study. All core tasks identified in the research are listed in this manual in Section G. Contained below is a summary of the content of the core job. Receiving, Booking and Releasing

Obtain information for receiving and/or booking purposes and filling out receiving/booking forms Search, photograph, fingerprint inmates Log inmate property, money Issue identification devices, clothing Classify for appropriate housing Review court order, dispositions, probation/parole papers Determine release date Perform paperwork for releases

Escorting and Transporting

Verify inmate, transportation officer identities Apply appropriate restraints Escort inmates to, or holding in, desired locations inside or outside facility

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Report Writing and Record Keeping

Write reports dealing with inmate behavior and officer response (e.g., incident, disciplinary report, etc.)

Keep routine records of inmate movement, personal data, activities and authorized visitors Supervising Non-inmate Movement and Visitors

Admit, release and log inmate visitors Screen, search visitors and supervise visits Search articles left by visitors for inmates

Supervising Inmates

Select inmate workers Get inmates up and ready for work, court, etc. Supervise inmate work Prepare inmates for work Supervise facility cleaning by inmate workers Manage inmate programs Supervise inmate meals Supervise inmate recreation Monitor inmate activity Maintain discipline Address inmate concerns Supervise phone calls Observe and monitor communications among inmates

Searching and Securing

Watch for potential disturbances Lock and unlock cells and gates Take and verify inmate counts Count, log keys Search inmates Search cells and dorms Perform security checks and/or rounds Identify, collect and preserve contraband and/or evidence

Verbally Communicating

Communicate with staff within the facility Call, report and inform Respond to inmate and visitor questions Communicate with the courts Testify in court

Managing Inmate Hygiene, Mail and Commissary

Inspect facility for cleanliness Manage commissary Conduct laundry exchange Issue hygiene supplies Supervise cosmetology services Receive and inspect inmate mail

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Monitoring Medical and Psychological Services

Accompany medical staff Intervene in crises Refer inmates for appropriate evaluation and services Identify and prevent suicide attempts

Performing Physically Demanding Tasks

Physically subdue violent inmates Separate fighting inmates Lift, carry, drag heavy objects (inmates and equipment) Walk, stand for long periods of time Run to the scene of a disturbance Perform cell extractions Handcuff and apply restraints

Handle Emergencies, Fire and Life Safety Issues, Evacuation

Administer CPR and First Aid Extinguish fires Evacuate inmates Investigate accidents or crimes

Overview of the 1999-2000 Revision Process The process for design of the core course is described below:

1. Core tasks applicable to the majority of adult corrections officers statewide were identified through a job analysis.

2. Core tasks were grouped into related clusters of tasks. 3. The groups of core tasks were analyzed to determine what knowledge and skills are necessary to

perform these groups of tasks. This analysis generates a knowledge/skill map. Each map specifies the value, prerequisites, resources, principles and steps required to perform the group of tasks.

4. Course objectives were generated from the knowledge/skill maps. 5. Testing specifications were determined for each performance objective. 6. Course objectives were arranged into units and subunits (called modules) of instruction. 7. Units and subunits were arranged in a building block sequence.

The following graphic illustrates the course design process:

Core Task

Instructional Objective

Core Task

Instructional Objective Outline

Core Task

Cluster

Knowledge Skill Maps

Core Task

Instructional Objective

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The 1999-2000 revision was conducted through a variety of types of input including surveys, focus groups and task force meetings with practitioners, trainers, providers, supervisors, training managers and subject matter experts who participated in the following phases of the process. Phase I: Job Analysis

Identification of core tasks Revision of Knowledge/Skill Maps

Phase II. Revision of Instructional Objectives and Testing Specifications Phase III. Revision of Physical Tasks Curriculum Phase IV. Development of New Course Outline Assumptions Guiding Development of the Course Training design involves a series of decisions, many of which are critical to producing an effective instructional program. For example, the designers must repeatedly make decisions regarding the inclusion or exclusion of specific content in the training course. While such decisions are often complex and difficult, they are much more easily made if some basic assumptions or parameters have been established for the project. The assumptions that guided the development of the Adult Corrections Officer Core Course are presented below. Assumption #1: The content of the training course must be job related. This assumption refers all decisions on training content, methods, and format back to the actual demands of the adult corrections officers job. To the extent that knowledge or skills are not essential to job performance, they are not included in the training course. Assumption #2: The training course should specify the training needed by entry-level adult corrections officers who have no prior training or experience in corrections. This assumption identifies entry-level corrections officers as the target audience for the core training course. The training needs of experienced corrections officers are not covered by this course. Although some entry-level corrections officers may have some background in corrections, the assumption of no prior training or experience ensures that the core training course will cover the needs of all entry-level personnel, even those with no background at all. Assumption #3: The training course should specify only those knowledge and skills that are essential for the newly hired corrections officer to meet minimum performance standards for entry-level personnel and to obtain maximum benefit from subsequent on-the-job training and experience. The core training course should not be expected to produce an experienced corrections officer capable of handling every job assignment. The core training course provides the trainee with the basic concepts and skills necessary to make sense of the job and to accelerate the learning process. Assumption #4: Trainees will complete the entire core training course prior to their first actual work assignment. Assumption #4 is derived from Assumptions #2 and #3. Since trainees are assumed to have no prior background in corrections, the core training course should be completed before trainees begin to accumulate experience on the job. Following from Assumption #3, trainees should complete the core training course prior to their first work assignment because this will allow them to most efficiently learn from their on-the-job experience and achieve proficiency as soon as possible.

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Assumption #5: The core training course should be administratively feasible and efficient. To enable every training provider to operate within certain administrative constraints (e.g., time, budget, personnel, etc.), the course was designed with the following considerations: Daily Schedule

Daily course schedules are designed to be 8 hours per day, 5 days per training week. Testing Periods and Methods

The Job Knowledge Tests (multiple choice paper and pencil tests) are designed to be scheduled in blocks at the beginning or end of a training day when possible. This will provide for the use of a test proctor to monitor this type of testing, rather than the instructor. The multiple choice test format is the preferred testing methodology for measuring knowledge-based objectives because of its proven value in measuring many different types of learning and its low cost. The performance tests (Written and Behavior Skills Tests) are to be administered by the designated instructor during the process of training delivery.

Instructional Methods

The traditional classroom training model is the preferred training delivery format for much of the curriculum. This allows for a variety of delivery methods (lecture, class discussion, demonstration, case study, and role-playing) along with the use of supportive multi-media technology. It is recommended that adult learning styles guide the delivery of this course and that trainee participation is encouraged where appropriate. When developing their lesson plans, instructors are strongly encouraged to seek opportunities to engage the trainees in hands-on application of the material and to limit the amount of time spent in the lecture format. This will necessitate more instructor planning time up front before delivery of the training, but less instructor on stage time during the presentation. Please refer to the Handbook for Presenting Core Courses, specifically the section on Choosing Effective Training.

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SECTION B. SUMMARY OF CHANGES TO THE CURRICULUM The curriculum underwent a comprehensive revision process that resulted in a number of significant changes to both the content and the structure of the course. Presented below are highlights of the major changes. Content Changes Professionalism and Ethics: A new four-hour unit (now Unit #4) was created to cover Professionalism and Ethics. This unit focuses specifically on ethical and professional issues related to a correctional environment. The structure of the unit allows for ample time to discuss the nuances of this topic and to explore various types of situations as well as ways to deal with problematic behavior. There is limited testing in this unit as the goal is to raise awareness. Classification of Inmates: An additional four (4) hours was added to this unit (now Unit #5) to cover gangs and gang related issues. This material includes new objectives that address strategies to monitor, prevent and control gang activity in a local correctional facility. Interpersonal, Tactical and Practical Communication: An additional two and one quarter hours was allocated to this unit (now Unit #7) with a particular emphasis on developing effective interpersonal communication skills. Several opportunities to practice these skills are incorporated into the unit. Assaultive Behavior and Restraint Techniques: This unit (now Unit #8) expanded significantly from a previous eight (8) hours to a revised twenty-eight (28) hours. The new curriculum is designed to be presented in several segments throughout the course. The instructional objectives are written with such flexibility that a variety of approaches can be presented depending on the instructors preferences yet maintain the continuity of handling basic situations applicable in different facilities statewide. The emphasis is to teach a limited number of techniques with adequate time for the trainee to develop competency with these new skills. This unit also includes three hours on cell extraction. Report Writing and Record Keeping: Fourteen hours of additional time was added to this unit (now Unit #12) increasing the total hours from six (6) hours to twenty (20) hours. Further, this unit was extensively rewritten. It borrows heavily from the training design in the POST Basic Academy with an emphasis on organization and essential content versus mechanical aspects (spelling, grammar, etc.). There is significant time included in this unit for the trainee to practice writing and to obtain feedback on the product. The new curriculum is designed to be presented in several segments throughout the course. Supervising Inmates: This unit (now Unit #13) increased by four (4) hours to include a module on Manipulation of Staff by Inmates. Feedback from the agency representatives who reviewed this curriculum indicated a need to develop awareness and skill for newly hired corrections officers to avoid being manipulated by seasoned inmates. This module may be presented in conjunction with other areas of the curriculum besides Supervising Inmates. For instance, it could be included just after Unit 4: Professionalism and Ethics. Monitoring Psychological and Physical Health: Module 15.3, entitled Suicide Issues, of this unit (now Unit #15) is now comprised of four (4) hours dealing specifically with suicide risk factors, identification and intervention techniques. This increases the unit from eight (8) hours to twelve (12) hours. Emergency Procedures: Coverage of this material increased from five (5) hours to ten (10) hours. This unit (now Unit #20) places greater emphases on Planning and Fire and Life Safety. The Fire and Life Safety module (20.2) is now eight (8) hours and closely follows the material specified in the State Fire Marshall regulations and Guidelines for Fire and Life Safety in Juvenile and Adult Detention Facilities. In most cases, completion of this training as outlined in the core course will satisfy the Minimum Jail

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Standards requirements for training in Fire and Life Safety specified in Title 15, Section 1028. A separate publication is available from the Board of Corrections as a resource to instructors for this module. Physical Tasks Training: This unit (now Unit #22) changed significantly both in terms of the number of hours (from 12 to 21) and specifications. The updated curriculum includes techniques for successfully performing the work simulation tests (dummy drag, stair run, etc.) as well as updated protocol for improving performance on other physically demanding tasks associated with Restraint Techniques and Fire and Life Safety. The revised curriculum includes a self-assessment, safety guidelines, updated practice routines, and development of an on-going plan for each trainee to follow to improve abilities for performing the physical tasks of the job.

Stretcher carry eliminated: The two-person stretcher carry was eliminated from the physical skills testing portion of the curriculum. As indicated above, the Behavior Skills Test was also deleted. This elimination was based on unanimous input from the agency representatives who participated in the task force meetings for revision of the curriculum. According to these representatives, corrections officers no longer use stretchers. Board staff followed up on this input by conducting a limited telephone survey of other agencies to determine the use of stretchers. The task force feedback was supported: If an inmate needs to be transported by a stretcher, in all but a few agencies, medical staff, rather than corrections officers, perform this function and the use of gurneys has largely replaced stretchers. Further, the corrections officer representatives indicated that training on stretchers was problematic from a training perspective for two reasons:

1) use of stretchers is obsolete and thus the stretcher carry is no longer job related; and, 2) availability of stretchers for trainers is limited (e.g., agencies that provide their own training

have stretchers only for the purposes of training). CPR and First Aid: Based on feedback from the task force representatives plus anecdotal information since the 1994 revision, there are a wide variety of CPR and First Aid courses used by local agencies. This diversity ranges from the need for a 4 hour community CPR course to a 21 hour first responder CPR course. At the root of this diversity is the fact that CPR and First Aid is regulated by the state Emergency Medical Services Agency. This agency delegates the determination of hours and content to individual county or regional Red Cross and American Heart Association Chapters and provides for a variety of equivalent courses. Thus, conceivably, an entry-level corrections officer could take one version of the CPR and First Aid course as part of the Core Course only to be required to take additional training once back at his/her local agency. From a practical standpoint, many agencies maintain their own agency provided CPR and First Aid course certifications and routinely train their newly hired corrections officers in CPR and First Aid several weeks prior to sending them to Core training. This results in a repetition of training or the need for special arrangements by training providers to excuse the trainees from that part of the corrections officers course. Because of these issues, many core training providers do not provide CPR and First Aid as part of their core course (or handle it as a separately certified course) and make note of this exclusion on the Core Course Completion Certificate. Therefore, it seemed most efficient to eliminate the CPR and First Aid hourly requirement from the core course, allowing agencies to satisfy this requirement at the local level. Despite these changes, it is important to note: Successful completion of CPR and First Aid continues to be a requirement for all entry-level corrections officers within the first year of employment as a corrections officer.

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Structural Changes Total Course Hours: As noted above, the minimum total course hours has been increased from 116 hours to 176 hours. The effective date for required presentation for this expanded course is scheduled for January 1, 2001. Administrative Time Added: Four hours of classroom administrative time was created in the course curriculum to allow for such activities as orientation, classroom review of the Job Knowledge Tests, recapping of information to provide continuity from one instructor to another, handling logistical aspects of the course such as clothing changes for Physical Tasks training, and evaluations. Job Knowledge Tests: Both the sequencing and the configuration of the Job Knowledge Tests was revised. There are now five (5) suggested configurations of Job Knowledge Tests versus forty-one (41) from the previous curriculum. This grouping of Job Knowledge questions into five (5) tests is an arbitrary designation and need not be followed should a provider wish to modify the curriculum from the suggested outline in Section C of this manual. Testing Time: The time allocated for administration of the Job Knowledge Tests was increased by fifteen (15) minutes from three (3) hours and forty-five (45) minutes to a total of four (4) hours. Job Knowledge Test Questions: The total minimum number of required test questions specified in the revised curriculum has been reduced from five hundred ninety three (593) to four hundred eighty (480). Written Skills Tests: The total number of Written Skills Tests required in the revised curriculum was also reduced from twelve (12) in the prior version to now ten (10). Behavior Skills Tests: The number of Behavior Skills Tests increased significantly from ten (10) to thirty-eight (38). for the revised curriculum. Percentage Designation for Instructional Objectives: The percentage designation for instructional objectives was eliminated. Previously, each objective was assigned a percentage value to indicate the relative emphasis of the objective within the module. This designation was dropped to avoid possible misinterpretation that the percentage should be translated into an exact time allocation. Instructional Objective Verbs: Several trainee behavior descriptions (verbs) called for in the instructional objectives were modified to guide instructors toward adult learning methodologies that encourage trainee participation. For example, the verb identify in several of the objectives was changed to a verb such as explain, describe, discuss, compare, etc. Please note that most of these objectives continue to require testing. Instructional Objective by Task Index: This index links each objective to the underlying core task(s). This index was revised to identify only the core tasks most germane to the objective. (Please note that some core tasks are not addressed in training at all. The skills, knowledge and abilities required to perform these tasks are considered to be pre-hire requirements, e.g., the ability to read, drive a car, etc.) Equipment: Two units now include objectives with implications for special equipment. Module 8.9 in Unit #8 covers a variety of restraint devices, such as restraint chair, restraint wraps, flex cuffs, etc. The provider, in consultation with the participating agencies, may elect to teach this module using one or two restraint devices of their choice. Module 20.2 in Unit #20 covers Fire and Life Safety issues. Several of the objectives in this module require special equipment such as fire extinguishers, hoses, nozzles and self-contained breathing apparatus. In many cases, trainers have agency-owned equipment at their disposal to use in teaching these modules. However, should the provider need to purchase special equipment in order to effectively teach this module,

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the cost of the equipment may be incorporated into the Request for Certification in accordance with the Policies and Procedures Manual for Training Providers. The need for fingerprint rolling equipment in the course was eliminated. Based on input from agency representatives as well as training providers, the actual rolling of prints in a classroom setting was determined to be an inefficient use of instructional time. This instruction can be handled more efficiently through on-the-job training. Further, the emergence of new technology in this area renders the ink-pad rolling task less relevant. Emphasis: As reflected in the revisions to testing protocol (more hands-on skills testing versus multiple choice paper and pencil tests) and the refinement of trainee behavior descriptions in the instructional objectives (action verbs versus knowledge verbs), increased trainee participation and involvement is encouraged, and, in some cases, required. It is hoped that this design will offer trainees a more engaging core training experience consistent with adult learning styles and is more conducive to retention and mastery.

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SECTION C. CORE TRAINING COURSE OUTLINE AND UNIT SCHEDULE 176 HOURS

This section presents an outline, by Units and Modules, of the Adult Corrections Officer Core Training Course. The units and modules are hierarchically sequenced, since each curriculum subject is generally dependent on the subject matter that precedes it, which is conducive to learning experience for the trainees/students. The minimum instructional time frames are noted for each unit and their modules. The allocation of times for the administration of the Job Knowledge Tests are not listed in this outline. Course Outline UNIT 2.0 CALIFORNIA CRIMINAL JUSTICE SYSTEM ORIENTATION (3 hours) Module 2.1 Roles and Responsibilities of the Corrections Officer (1) Module 2.2 Adult Criminal Justice System and Process (2) UNIT 3.0 CODES, STATUTES, AND OTHER LEGAL DOCUMENTS (8 hours) Module 3.1 Legal Foundations of Incarceration (1) Module 3.2 Reference Use of the Codes (1) Module 3.3 Constitutional Rights, Civil Rights, and Case Law (2) Module 3.4 Legal Issues Regarding Confidentiality and Accessing Records (4) Unit 4.0 PROFESSIONALISM AND ETHICS (4 hours) Module 4.1 Professionalism and Ethics (4) UNIT 5.0 CLASSIFICATION OF INMATES (10 hours) Module 5.1 Factors Affecting Classification (1) Module 5.2 Implications of Classification (1) Module 5.3 Gangs and Subcultures in Institutions (8) UNIT 6.0 CONTRABAND (5 hours) Module 6.1 Identifying Contraband (1) Module 6.2 Handling Contraband (2) Module 6.3 Evidence (2) UNIT 7.0 INTERPERSONAL, TACTICAL AND PRACTICAL COMMUNICATIONS (10.25 hours) Module 7.1 Interpersonal Communications (9) Module 7.2 Communications with Co-Workers (1) Module 7.3 Responding to Telephone Calls (.25)

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UNIT 8.0 ASSAULTIVE BEHAVIOR A ND RESTRAINT TECHNIQUES (28 hours) Module 8.1 Principles of Use of Force (2) Module 8.2 Principles of Use of Restraints (.5) Module 8.3 Defensive Tactics Footwork and Balance (1) Module 8.4 Defensive Tactics Falling (1) Module 8.5 Defensive Tactics Control Holds (5) Module 8.6 Defensive Tactics Take-Downs (4) Module 8.7 Defensive Tactics Ground Control Techniques (4) Module 8.8 Handcuffing and Searching a Handcuffed Inmate (3) Module 8.9 Mechanical Restraints and Safety Cell (2.5) Module 8.10 Defensive Tactics Escaping Techniques (2) Module 8.11 Cell Extractions (3) UNIT 9.0 BOOKING AND RECEIVING (5 hours) Module 9.1 Receiving Inmates (1.5) Module 9.2 Booking Inmates (1.5) Module 9.3 Processing New Inmates Prior to Housing (1) Module 9.4 Orienting New Inmates (.5) Module 9.5 Issuing Supplies to New Inmates (.5) UNIT 10.0 RELEASING (2.25 hours) Module 10.1 Verifying Identity Prior to Release (.5) Module 10.2 Returning Property Prior to Release (.25) Module 10.3 Reviewing Bail Bonds (.5) Module 10.4 Processing Release on Own Recognizance (.25) Module 10.5 In Custody Releases (.5) Module 10.6 Time Served Releases (.25) UNIT 11.0 MAINTAINING SECURITY (7 hours) Module 11.1 Basic Precautions (.5) Module 11.2 Searching the Facility (2) Module 11.3 Security Rounds (1.5) Module 11.4 Counting and Locating Inmates (.5) Module 11.5 Conducting Searches of Inmates (2.5) UNIT 12.0 REPORTING AND RECORD KEEPING (20 hours) Module 12.1 Assessment and Overview (2) Module 12.2 Writing for Local Corrections - Content (4) Module 12.3 Writing for Local Corrections - Organization (4) Module 12.4 Information Gathering and Note Taking (3) Module 12.5 Writing for Local Corrections - Mechanics (3) Module 12.6 Report Writing - Practice (2) Module 12.7 Report Writing Testing (2)

C-3

UNIT 13.0 SUPERVISING INMATES (12.5 hours) Module 13.1 Movement Within the Facility (1) Module 13.2 Supervising Meals (.5) Module 13.3 Supervising Cleaning of Cells (.5) Module 13.4 Supervising Recreation (.5) Module 13.5 Supervising Use of the Telephone (.5) Module 13.6 Disturbances and Disputes (4) Module 13.7 Progressive Discipline (1) Module 13.8 Inmate Grievances (.5) Module 13.9 Manipulation of Staff By Inmates (4) UNIT 14.0 DISTRIBUTION OF SUPPLIES AND COMMISSARY (1 hour) Module 14.1 Legal Issues (5 minutes) Module 14.2 Principles and Problems (40 minutes) Module 14.3 Distribution of Commissary Goods (.25) UNIT 15.0 MONITORING PSYCHOLOGICAL AND PHYSICAL HEALTH (12 hours) Module 15.1 Legal Issues (.5) Module 15.2 Mental Health Issues (2.5) Module 15.3 Suicide Issues (4) Module 15.4 Indicators of Substance Abuse (2.5) Module 15.5 Indicators of Physical/Medical Problems (2) Module 15.6 Assisting Medical Personnel in the Distribution of Medication (.5) UNIT 16.0 MANAGEMENT OF INMATE WORKE RS (1 hour) Module 16.1 Selection of Inmate Workers (.5) Module 16.2 Assignment of Responsibilities to Inmate Workers (.5) UNIT 17.0 SCREENING AND MONITORING OF VISITORS (1 hours) Module 17.1 Legal Issues (.5) Module 17.2 General Visitation (.25) Module 17.3 Professional Visitation (.25) UNIT 18.0 SCREENING AND DISTRIBUTION OF MAIL (1 hour) Module 18.1 Legal Issues (10 minutes) Module 18.2 Processing Non-legal Mail (20 minutes) Module 18.3 Processing Legal Mail (.25) Module 18.4 Distribution of Mail (.25)

C-4

UNIT 19.0 TRANSPORT OUTSIDE OF FACILITY (2 hours) Module 19.1 Preparation for Transport (1) Module 19.2 Transport Procedure (1) UNIT 20.0 EMERGENCY PROCEDURES (10 hours) Module 20.1 Emergency Planning (2) Module 20.2 Fire and Life Safety (8) UNIT 21.0 TESTIFYING IN COURT (4 hours) Module 21.1 Preparation for Testifying in Court (1.75) Module 21.2 Court Appearances (2.25) UNIT 22.0 PHYSICAL TASKS (21 hours) Module 22.1 Orientation and Assessment (4) Module 22.2 Techniques and Practice (17) Testing Time 4 hours Administrative Time 4 hours Certified CPR and FA courses also must be completed

C-5

ADULT CORRECTIONS OFFICER CORE COURSE MINIMUM TIME ALLOCATIONS

Instruct Hours Tests Admin. Time

Unit # Minimum #

Hrs/Min. Job Knowledge

Tests Written Skills

Tests Behavior Skills

Tests

2 3 #1 3 8 #1 #1 4 4 #1 5 10 #1 #2 6 5 #2 7 10.25 #2 #1, #2, #3, #4 8 28 #1 + #2 + #5 #3, #4 #5-#27 9 5 #2 #5 10 2.25 #2 11 7 #3 #28 12 20 #1 + #2 + #4 #6, #7 13 12.5 #4 #8 14 1 #3 15 12 #4 + #5 #9, #10 #29 16 1 #4 17 1 #4 18 1 #4 19 2 #4 20 10 #5 #30-#33 21 4 #5 #34 22 21 #35-#38

Total 168 Hours + 4 Hours + No Additional + Hours

No Additional + Hours

4 Hours= 176 Hours

C-6

SAMPLE COURSE OUTLINE

The following is a sample of how the course may be structured. This example illustrates the way a provider may prepare the Request for Certification (RFC). DAY

HOURS

SUBJECT

MODULE

1 (8 hrs.)

0800 - 0900 0900 - 1000 1000 -1200 1300 - 1700

Administrative (Orientation) Roles and Responsibilities of the Corrections Officer Adult Criminal Justice System and Process Professionalism and Ethics

2.1 2.2 4.1

2 (8 hrs.)

0800 - 1000 1000 - 1100 1100 - 1200 1300 - 1700

Report Writing: Assessment and Overview Legal Foundations of Incarceration Reference Use of the Codes WST #1 Physical Tasks - Assessment and Orientation BST #34-38

12.1 3.1 3.2 22.1

3 (8 hrs.)

0800 - 1000 1000 - 1200 1300 - 1500 1500 - 1600 1600 - 1700

Constitutional Rights, Civil Rights, and Case Law Legal Issues Regarding Confidentiality and Accessing Records Legal Issues Regarding Confidentiality and Accessing Records Factors Affecting Classification Implications of Classification WST #2

3.3 3.4 3.4 (cont) 5.1 5.2

4 (8 hrs.)

0800 - 1200 1300 - 1500 1500 - 1530 1530 - 1700

Report Writing: Writing for Local Corrections Content Principles of Use of Force BST #5 Principles of Use of Restraints Physical Tasks - Techniques and Practice

12.2 8.1 8.2 22.2

C-7

DAY

HOURS

SUBJECT

MODULE

5 (8 hrs.)

0800 - 1200 1300 - 1700

Gangs and Subcultures in Institutions Gangs and Subcultures in Institutions

5.3 5.3 (cont)

6 (8 hrs.)

0800 - 0830 0830 - 0930 0930 - 1030 1030 - 1230 1330 - 1530 1530- 1700

Administrative Job Knowledge Test #1 Identifying Contraband Handling Contraband Evidence Physical Tasks - Techniques and Practice

6.1 6.2 6.3 22.2

7 (8 hrs)

0800 - 1200 1300 - 1400 1400 - 1500 1500 - 1700

Interpersonal Communications Defensive Tactics Footwork and Balance BST #6 & 7 Defensive Tactics Falling BST #8 & 9 Defensive Tactics Control Holds

7.1 8.3 8.4 8.5 (partial)

8 (8 hrs.)

0800 - 1200 1300 - 1400 1400 - 1500 1500 - 1515 1515 - 1530 1530 - 1700

Interpersonal Communications Interpersonal Communications BST #1-4 Communications with Co-Workers Responding to Telephone Calls Administrative Physical Tasks - Techniques and Practice

7.1 (cont) 7.1 (cont) 7.2 7.3 22.2

C-8

DAY

HOURS

SUBJECT

MODULE

9 (8 hrs.)

0800 - 0930 0930 - 1100 1100 - 1200 1300 - 1330 1330 - 1400 1400 - 1700

Receiving Inmates WST #5 Booking Inmates Processing New Inmates Prior to Housing Orienting New Inmates Issuing Supplies to New Inmates Defensive Tactics Control Holds BST #10

9.1 9.2 9.3 9.4 9.5 8.5 (cont)

10 (8 hrs)

0800 - 1200 1300 - 1330 1330 - 1345 1345 - 1415 1415 - 1430 1430 - 1500 1500 - 1515 1515 - 1530 1530 - 1700

Writing for Local Corrections Organization Verifying Identity Prior to Release Returning Property Prior to Release Reviewing Bail Bonds Processing Release on Own Recognizance In Custody Releases Time Served Released Administrative Physical Tasks - Techniques and Practice

12.3 10.1 10.2 10.3 10.4 10.5 10.6 22.2

11 (8 hrs.)

0800 - 0830 0830 - 1030 1030 -1200 1300 - 1400 1400 - 1530 1530 - 1700

Basic Precautions Searching the Facility Security Rounds Job Knowledge Test #2 Defensive Tactics Take Downs Physical Tasks - Techniques and Practice

11.1 11.2 11.3 8.6 (partial) 22.2

C-9

DAY

HOURS

SUBJECT

MODULE

12 (8)

0800 - 0830 0830 - 1100 1100 - 1105 1105 - 1145 1145 - 1200 1300 - 1400 1400 - 1430 1430 - 1500 1500 - 1530 1530 - 1600 1600 - 1630 1630 1700

Counting and Locating Inmates Conducting Searches of Inmates BST #28 Supplies and Commissary: Legal Issues Supplies and Commissary: Principles and Problems Distribution of Commissary Movement Within the Facility Supervising Meals WST #8 Supervising Cleaning of Cells Supervising Recreation Supervising Use of the Telephone Selection of Inmate Workers Assignment of Responsibilities to Inmate Workers

11.4 11.5 14.1 14.2 14.3 13.1 13.2 13.3 13.4 13.5 16.1 16.2

13 (8 hrs.)

0800 - 1100 1100 - 1130 1130 - 1145 1145 - 1200 1300 - 1530 1530 - 1700

Report Writing: Information Gathering and Note Taking Visitors: Legal Issues General Visitation Professional Visitation Defensive Tactics Take Downs BST #11 & 12 Physical Tasks - Techniques and Practice

12.4 17.1 17.2 17.3 8.6 22.2

14 (8 hrs.)

0800 - 1200 1300 - 1700

Disturbances and Disputes Manipulation of Staff By Inmates

13.6 13.9

C-10

DAY

HOURS

SUBJECT

MODULE

15 (8 hrs.)

0800 - 0900 0900 - 0930 0930 1030 1030 - 1130 1130 - 1140 1140 - 1200 1300 - 1315 1315 - 1330 1330 - 1530 1530 - 1700

Progressive Discipline Inmate Grievances Preparation for Transport Transport Procedures Screening and Distribution of Mail: Legal Issues Processing Non-Legal Mail Processing Legal Mail Distribution of Mail Defensive Tactics Ground Control Techniques Physical Tasks - Techniques and Practice

13.7 13.8 19.1 19.2 18.1 18.2 18.3 18.4 8.7 (partial) 22.2

16 (8 hrs.)

0800 - 0830 0830 - 1130 1130 - 1200 1300 -1330 1330 - 1530 1530 - 1700

Job Knowledge Test #3 Writing for Local Corrections Mechanics Administrative Time Administrative Time Defensive Tactics Ground Control Techniques BST #13 Physical Tasks - Techniques and Training

12.5 8.7 22.2

17 (8 hrs)

0800 - 0830 0830 - 1100 1100 - 1200 1300 - 1600 1600 - 1700

Monitoring Psychological and Physical Health: Legal Issues Mental Health Issues WST #9 Suicide Issues Suicide Issues WST #10, BST #29 Indicators of Substance Abuse

15.1 15.2 15.3 15.3 (cont) 15.4

C-11

DAY

HOURS

SUBJECT

MODULE

18 (8 hrs.)

0800 - 0930 0930 - 1130 1130 - 1200 1300 - 1530 1530 - 1700

Indicators of Substance Abuse Indicators of Physical/Medical Problems Assisting Medical Personnel in the Distribution of Medication Defensive Tactics Mechanical Restraints and SafetyCell Physical Tasks - Techniques and Practice

15.4 (cont) 15.5 15.6 8.9 22.2

19 (8 hrs.)

0800 - 1000 1000 - 1200 1300 - 1445 1445 - 1700

Report Writing - Practice Report Writing - Testing WST #6 & 7 Preparation for Testifying in Court Court Appearances

12.6 12.7 21.1 21.2

20 (8 hrs)

0800 - 0900 0900 - 1100 1100 - 1200 1300 - 1500 1500 - 1700

Job Knowledge Test #4 Physical Tasks - Techniques and Practice Defensive Tactics Handcuffing and Searching a Handcuffed Inmate Defensive Tactics Handcuffing and Searching a Handcuffed Inmate BST #14-21 Defensive tactics Escaping Techniques BST #22-26

22.2 8.8 8.8 (cont) 8.10

21 (8 hrs)

0800 - 0930 0930 - 1130 1130 - 1200 1300 - 1630 1630 - 1700

Physical Tasks - Techniques and Practice Emergency Planning BST #30 Fire and Life Safety Fire and Life Safety BST #31-33 Job Knowledge Test #5

22.2 20.1 20.2 20.2 (cont)

22 (8 hrs)

0800 - 1200 1300 - 1600 1600 - 1700

Fire and Life Safety Cell Extractions WST #3 & 4, BST #27 Administrative

20.2 8.11

D-1

SECTION D. INSTRUCTION AL OBJECTIVES AND DESIGN SPECIFICATIONS This section presents the instructional objectives for each course module that makes up a unit of instruction. To provide further support to the training provider, the objectives have been placed in an appropriate hierarchical learning sequence, typically in order of recalling information then applying it. The instructional objectives are written as measurable statements that describe an expected learning outcome to be achieved and demonstrated by a trainee upon completion of the core training course. The instructional time assigned to the units and modules are presented in dedicated time frames. The instructional time is the minimum amount of time for the subjects presentation. Training providers are encouraged to exceed these minimums and may request approval for certification of these increased time allocations. A minimum number of test items is noted for each objective that is to be measured by a Job Knowledge Test (JKT). The allocation time for the administration of these multiple choice tests is in addition to the required delivery time for the instructional objectives (usually one half-minute per test question). In most cases, the instructors should develop the test questions because they will be able to link the questions most accurately to the lesson plans. The Board of Corrections does not maintain a test item bank but is available for assistance in constructing test questions. These tests should not be confused with the Written Skills Tests (WST) and Behavior Skills Tests (BST). These latter performance tests occur as part of the instructors presentation. The specifications of the Written Skills and Behavior Skills Tests are contained in the instructional objective. Please refer to the Handbook for Presenting Core Courses and other Board of Corrections publications for additional information on lesson plan development, test item writing and procedures for presenting the curriculum.

D-2

UNIT 1.0 Agency Specific

This Unit can be used by the agency or provider for the presentation of subject matter that meets a specific need of the target trainees, e.g., agency specific policies and procedures, special issues, etc. The provider will need to develop measurable Instructional Objectives in order to secure STC approval and certification of this subject matter. This unit would be in addition to the required minimum 176 hours prescribed in the Adult Corrections Officer Core Course.

D-3

UNIT 2.0

California Criminal Justice System Orientation Unit Instructional Time: 3 hours

MODULE 2.1: ROLES AND RESPONSIBILITIES OF THE ADULT CORRECTIONS OFFICER

Instructional Time: 1 hour INSTRUCTIONAL OBJECTIVES : 2.1.1 Identify the major roles and responsibilities of the corrections officer in relation to the following

constituencies:

State of California judicial system community inmates other corrections personnel other agencies in the criminal justice system other corrections agencies (e.g., city, county, state, federal, and private corrections)

JKT #1/3 items

2.1.2 Identify the roles and relationships of the following components in the adult criminal justice

system:

legislature court systems (e.g., superior, municipal, appellate) court clerk District Attorney defense attorneys police department/sheriff's department other law enforcement agencies, (e.g., C.H.P., F.B.I., etc.) probation department Board of Corrections Department of Corrections community agencies judge, referee, commissioner, pro tem, etc.

JKT #1/3 items

MODULE 2.2: ADULT CRIMINAL JUSTICE SYST EM AND PROCESS Instructional Time: 2 hours

INSTRUCTIONAL OBJECTIVES : 2.2.1 Review the major historical milestones in the development of adult criminal justice systems in the

United States and in the State of California.

No Test

D-4

2.2.2 Discuss the major current trends in the adult criminal justice in the United States and in the State of

California (e.g., community policing, restorative justice, diversionary programs).

No Test 2.2.3 Distinguish the difference between a felony, a misdemeanor, an infraction and a wobbler.

JKT #1/3 items 2.2.4 Explain the adult criminal justice process from arrest to disposition.

JKT #1/2 items 2.2.5 Distinguish the major types of dispositions (e.g., incarceration, probation, restitution).

JKT #1/2 items 2.2.6 Identify circumstances under which juveniles would be processed in the adult criminal justice

system, using the Penal Code and the W&I Code for reference.

type of offense age of offender court determining how a juvenile is to be tried as an adult JKT #1/2 items

D-5

UNIT 3.0

Codes, Statutes, and other Legal Documents Unit Instructional Time: 8 hours

MODULE 3.1: LEGAL FOUNDATIONS OF INCARCERATION Instructional Time: 1 hour

INSTRUCTIONAL OBJECTIVES: 3.1.1 Identify the primary legal references and sources that impact the work of a corrections officer. For

example:

code statutes case law regulations

JKT #1/4 items

MODULE 3.2: REFERENCE USE OF THE CODES

Instructional Time: 1 hour INSTRUCTIONAL OBJECTIVES : 3.2.1 Given a scenario of a criminal violation, use the Penal Code to find the specific code reference.

JKT #1/2 items 3.2.2 Given a specific code violation, identify the elements, classification, and penalties of that violation

using the relevant code for reference.

WST #1 3.2.3 Given a reference to a specific misdemeanor, indicate whether or not the person who committed

the offense can be held in custody using PC 853.6 for reference.

JKT #1/2 items MODULE 3.3: CONSTITUTIONAL RIGHTS, CIVIL RIGHTS, AND CASE LAW

Instructional Time: 2 hours INSTRUCTIONA L OBJECTIVES : 3.3.1 Identify the reasons for the importance of the Minimum Jail Standards (Title 15) to the work of the

corrections officer.

JKT #1/2 items

D-6

3.3.2 Given verbal or visual descriptions of situations relevant to inmate housing or care (e.g., privacy,

feeding), identify instances of mistreatment using Title 15 and case law for reference.

JKT #1/4 items 3.3.3 Identify legal issues inherent in the handling of a crime that has been committed inside a detention

facility, and list the applicable penal code sections and the legal rights of any involved inmates. JKT #1/3 items

MODULE 3.4: LEGAL ISSUES REGARDING CONFIDENTIALITY AND ACCESSING

RECORDS Instructional Time: 4 hours

INSTRUCTIONAL OBJECTIVES : 3.4.1 Identify the sources of mandates on confidentiality, including:

C.O.R.I. (Criminal Offenders Record Information - 11075 P.C.) probation and sentencing reports (1203.05 P.C.) state mandates regarding destruction of public records state Department of Justice information sources

JKT #1/2 items

3.4.2 Identify the statewide information systems directly accessible to California law enforcement

agencies, including CLETS, CJIS, NLETS and NCIC.

JKT #1/2 items 3.4.3 Identify the procedures for making inquiry into law enforcement information systems and cross

referencing the information obtained within these systems for:

wants and warrants stolen property (including vehicles and firearms) criminal histories DMV information other

JKT #1/2 items

3.4.4 Identify the state laws and policies that pertain to verifying and disseminating telecommunication

information including:

restricted information unrestricted information

JKT #1/2 items

D-7

UNIT 4.0

Professionalism and Ethics Unit Instructional Time: 4 hours

MODULE 4.1: PROFESSIONALISM AND ETHICS AN D THE CORRECTIONS OFFICER

Instructional Time: 4 hours INSTRUCTIONAL OBJECTIVES : 4.1.1 Describe what being a professional corrections officer means. Discussion. No Test 4.1.2 Define ethics.

define acceptable and unacceptable behavior. Discussion. No Test

4.1.3 Explain ethical violations you might see in a correctional setting.

excessive use of obscene language harassment of inmates fraternizing with fellow officers or inmates covering up for a fellow officer making derogatory remarks about an officer or inmate sleeping on the job falsifying a report small rule breaking such as giving inmates special treatment drug use

JKT #1/1 item

4.1.4 Explain why corrections officers, on and off duty, should exemplify the highest ethical and moral standards to:

promote professionalism gain public support for the profession earn the respect and confidence of peers maintain a sense of self worth and pride Discussion. No Test

4.1.5 Discuss the best methods for handling unethical situations, for example:

expressing verbal disapproval of minor infractions of coworkers discussing continued infractions with supervisor reporting misconduct to a supervisor preventing criminal behavior, if possible, and reporting it to a supervisor immediately

Discussion. No Test

D-8

4.1.6 Examine the problems associated when a corrections officer violates the law, for example:

incurs public disrespect for the law and the corrections profession provides mixed messages to the public as to the meaning and the applications of law to all

Discussion. No Test

4.1.7 Explain why it is necessary to take positive action when becoming aware of unethical and/or

criminal conduct of other corrections officers or correctional professionals to:

maintain public trust prevent further misconduct permit corrective action to take place Discussion. No Test

4.1.8 Review and discuss a departmental code of ethics.

Discussion. No Test

D-9

UNIT 5.0

Classification of Inmates Unit Instructional Time: 10 hours

MODULE 5.1: FACTORS AFFECTING CLASSIFICATION

Instructional Time: 1 hour INSTRUCTIONAL OBJECTIVES : 5.1.1 Given a sample case description indicate those factors that would affect classification. For

example:

medical status mental health status gender type of violation behavior history gang affiliation violent offender sexual orientation hearing/speech impairment non-English speaking disabilities

JKT #1/3 items

5.1.2 Identify behaviors exhibited during the classification process that would suggest the need for

further investigation prior to classification. For example:

requests for a particular unit unusual nervousness lack of eye contact

JKT #1/2 items

MODULE 5.2: IMPLICATIONS OF CLASSIFICATION

Instructional Time: 1 hour INSTRUCTIONAL OBJECTIVES : 5.2.1 Identify the reasons why appropriate classification of inmates is important. For example:

provides statistical data for reporting requirements increases security for staff and facility prevents legal liability for inappropriate mixing

JKT #1/2 items

5.2.2 Given a list of classifications, identify specific risks, precautions, etc. associated with each (include

examples from Instructional Objective 5.1.1).

JKT #1/3 items

D-10

5.2.3 Given a sample case description, classify the individual using a sample department classification

policy and state your rationale.

WST #2 MODULE 5.3: GANGS AND SUBCULTURES IN INSTITUTIONS Instructional Time: 8 hours INSTRUCTIONAL OBJECTIVES : 5.3.1 Explain the history and scope of criminal gangs in California.

No Test 5.3.2 Discuss current trends and community responses to gangs in California.

No Test 5.3.3 State the legal definition of a criminal gang pursuant to California Penal Code Section 186.22.

JKT #1/2 items

5.3.4 Explain the dynamics and structure of gang culture.

JKT #1/2 items 5.3.5 Describe the major types of gangs found in a local correctional facility.

JKT #1/5 items 5.3.6 Identify those signs, symbols, emblems and/or graffiti that indicate gang affiliation or sympathies.

JKT #1/8 items 5.3.7 Describe verbal and non-verbal methods gang members use to communicate with each other in a

custody setting.

JKT #1/4 items 5.3.8 Identify ways that gangs or other subcultures use in institutions to recruit members and control the

behavior of others.

JKT #1/2 items 5.3.9 Describe typical in-custody activity of gangs.

JKT #1/4 items 5.3.10 Identify the relationship of members of local street gangs to gangs in local and state operated

facilities.

JKT #1/3 items 5.3.11 Identify officer safety issues related to gang behavior in a custody setting.

JKT #1/4 items

D-11

5.3.12 Identify classification issues related to gang membership.

JKT #1/2 items 5.3.13 Discuss strategies to monitor gang activity in a custody setting.

No Test 5.3.14 Discuss strategies to prevent and control gang activity in a custody setting.

No Test 5.3.15 Describe ways to share information with other agencies about gang activity in your facility.

No Test

D-12

UNIT 6.0

Contraband/Evidence Unit Instructional Time: 5 hours

MODULE 6.1: IDENTIFYING CONTRABAND

Instructional Time: 1 hour INSTRUCTIONAL OBJECTIVES : 6.1.1 Generate a definition of contraband per your department policy and procedure.

No Test 6.1.2 State why each major type of contraband represents a potential hazard in a correctional facility.

For example:

materials for shanks stamps money drugs greeting cards

JKT #2/2 items

6.1.3 Given a list of items from a sample departmental policy, identify how contraband can be

confiscated (e.g., put items in inmates property, dispose of contraband).

JKT #2/1 item 6.1.4 Identify common ways in which contraband is obtained by inmates. For example:

newly arrested inmates visitors, packages from visitors attorneys mail over fence meals and eating areas accumulation of issued supplies

JKT #2/4 items

6.1.5 List common hiding places for contraband. For example:

body cavities shoe or boot heels books, magazines, newspapers, cards postage stamps, envelope seals vents toilets mattresses

JKT #2/4 items

D-13

MODULE 6.2: HANDLING CONTRABAND

Instructional Time: 2 hours INSTRUCTIONAL OBJECTIVES : 6.2.1 Describe the process for handling various types of contraband (e.g., drugs, weapons), using a

sample departmental policy manual for reference.

JKT #2/2 items 6.2.2 Given a description of an incident in which an inmate is found to be in possession of a given type

of contraband, state whether an arrest is indicated using the Penal Code for reference.

JKT #2/1 item 6.2.3 When an arrest is indicated, describe the procedure for, and the critical results of, handling

contraband as evidence using the Penal Code as reference.

JKT #2/1 item 6.2.4 Define "Chain of Custody."

JKT #2/1 item 6.2.5 Identify the steps for maintaining the "chain of custody' including:

who found the contraband/evidence where it was found isolate/preserve crime scene who recovered and marked it who transported it where it was logged-in and stored condition of the contraband/evidence before and after handling documentation of steps

JKT #2/5 items

6.2.6 Given a scenario, identify items which should be treated as contraband/evidence and used for

disciplinary or court proceedings.

JKT #2/5 items

MODULE 6.3: EVIDENCE Instructional Time: 2 hours

INSTRUCTIONAL OBJECTIVES : 6.3.1 Identify and define the following terms:

burden of proof contraband evidence reasonable cause searches proof spontaneous statements

JKT #2/5 items

D-14

6.3.2 Identify the reasons for offering evidence in court, including:

an item of proof of the crime or incident to impeach a witness to confront testimony of a witness to assist court in its determinations

JKT #2/2 items

6.3.3 Identify the tests that evidence must successfully pass before it may be entered into criminal court

(Evidence Code Section 210) including:

must be relevant to the matter at hand must be competently presented in court must have been legally obtained

JKT #2/1 item

6.3.4 Identify the main purpose of the "Rules of Evidence," i.e., protecting the jury from seeing or

hearing evidence that is:

likely to confuse the issues (e.g., irrelevant or unreliable) unfairly prejudicial (e.g., other acts of the inmate unrelated to the charges) unduly time consuming to present in court

JKT #2/1 item

D-15

Unit 7.0 Interpersonal, Tactical and Practical Communications

Unit Instructional Time: 10.25 hours

MODULE 7.1: INTERPERSONAL COMMUNICATIONS Instructional Time: 9 hours INSTRUCTIONAL OBJECTIVES : 7.1.1 Discuss the reasons for effective communications in a jail setting.

Discussion. No Test

7.1.2 Describe factors of a jail setting that produce tension for inmates and staff. Discussion. No Test

7.1.3 Describe principles of effective communication in a jail setting.

JKT #2/2 items 7.1.4 Explain barriers to effective communication in a jail setting.

JKT #2/3 items

7.1.5 Explain elements of basic listening skills, including the following:

suspending judgment being alert to key words noting what is said versus not said

JKT #2/2 items

7.1.6 Identify elements of basic communication skills in a jail setting, including such routine situations as the following:

giving instructions assigning work tasks making requests responding to requests responding to questions asking questions

JKT #2/4 items 7.1.7 Describe inmates non-verbal behavior, including the following:

degree of intensity voice: tone, pitch, modulation body positioning and stance

JKT #2/2 items

D-16

7.1.8 Identify signs of trouble in a jail setting that could be prevented or mitigated through effective

interpersonal communication.

JKT #2/4 items 7.1.9 Describe ways to verbally intervene in a situation that is beginning to escalate.

JKT #2/2 items 7.1.10 Given a scenario, demonstrate effective communication skills involved in giving instructions to an

inmate.

BST #1 7.1.11 Given a scenario, demonstrate effective communication skills involved in responding to inmate

requests.

BST #2 7.1.12 Given a scenario, demonstrate effective listening skills, including the following:

identifying key words describing level of inmates intensity describing inmates non-verbal cues

BST #3

7.1.13 Given the scenario used for 7.1.12, identify and discuss judgments about the inmate during the

scenario.

Discussion. No Test 7.1.14 Given a scenario, identify elements that indicate an escalation of tension.

JKT #2/3 items 7.1.15 Given a scenario, demonstrate effective communication skills that might prevent an escalation of

tension.

BST #4 MODULE 7.2: COMMUNICATIONS WITH CO -WORKERS

Instructional Time: 1 hour INSTRUCTIONAL OBJECTIVES : 7.2.1 Demonstrate the following principles for calling and reporting to fellow officers. For example:

collect and provide thorough, clear, and accurate information do not exaggerate, panic, or underemphasize use proper communication system Practicum

D-17

7.2.2 Given transcripts of interactions, indicate which communication systems (radio, telephone, public

address) would be most appropriate given the type of situation.

JKT #2/2 items 7.2.3 Presented with a simulated problem situation requiring communications with a co-worker, describe

the incident.

Practicum 7.2.4 Identify potential benefits of communicating with fellow officers. For example:

decrease injuries save time provide operational consistency save lives

JKT #2/2 items

7.2.5 Discuss the potential problems of communicating with fellow officers in the presence of inmates.

For example:

security issues officer safety issues Discussion. No Test

MODULE 7.3: RESPONDING TO TELEPHONE CALLS

Instructional Time: .25 hour INSTRUCTIONAL OBJECTIVES : 7.3.1 Identify privacy implications for answering questions about inmates.

JKT #2/1 item

7.3.2 Identify basic information that can be disclosed about inmates. For example:

presence name arresting agency charge bail age race visiting hours

JKT #2/3 items

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7.3.3 Discuss reasons for responding courteously and professionally to incoming calls and/or questions

from the public. For example:

promotes good public relations for the department provides a necessary service to the public

Discussion. No Test

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UNIT 8.0

Assaultive Behavior and Restraint Techniques Unit Instructional Time: 28 hours

MODULE 8.1: PRINCIPLES OF USE OF FORCE

Instructional Time: 2 hours INSTRUCTIONAL OBJECTIVES :

Note: Use of force shall conform to the policies and procedures of each individual agency. 8.1.1 Identify the legal framework for a corrections officers use of reasonable force. JKT #1/2 items 8.1.2 Given examples of situations requiring the use of physical force, identify actions that would

constitute reasonable force using relevant codes, statutes, and case law materials for reference. JKT #1/2 items 8.1.3 Given examples of situations requiring the use of physical force, identify actions that would be

considered excessive force. JKT #1/2 items 8.1.4 Identify the following guidelines that a corrections officer should consider prior to employing the

use of force, including the following:

force must be no more than is necessary to control the situation, effect an arrest or prevent an escape

force is to be viewed primarily as a defensive measure all uses of force should be thoroughly documented

JKT #1/2 items

8.1.5 Describe inmate actions that may lead to assaultive behavior. JKT #1/2 items 8.1.6 In a simulated exercise, demonstrate behaviors or verbal interventions that a corrections officer can

use to de-escalate problems.

BST #5 8.1.7 Discuss the psychological and physiological factors that affect a person threatened with danger

including the following:

confidence in ones abilities development of instinctive reaction mental alertness and concentration self-control over emotions and body

Discussion. No Test

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MODULE 8.2: PRINCIPLES OF USE OF RESTRAINTS

Instructional Time: .5 hour INSTRUCTIONAL OBJECTIVES : 8.2.1 Identify the following purposes, laws and principles for using handcuffs on inmates including the

following:

for temporary restraint to prevent attack, escape, concealment or destruction of evidence/contraband/property

to prevent self-inflicted injury on the part of the inmate

JKT #1/2 items 8.2.2 Explain the limitations for use of handcuffs, such as:

may not be used as an impact weapon may not be used as a punitive measure may not be used to secure a subject to a permanent object if used for non-secure detention males and females may not be handcuffed together juveniles and adults may not be handcuffed together mentally ill inmates should be handcuffed alone may not be used in such a way as to compromise someones ability to breathe

JKT #1/2 items MODULE 8.3: DEFENSIVE TACTICS - FOOTWORK AND BALANCE

Instructional Time: 1 hour INSTRUCTIONAL OBJECT IVES: 8.3.1 Participate in instructor led warm-up exercises such as the following:

walking in place jogging in place with exaggerated arm swing trunk twists and side bends standing bent knee toe touch

No Test

8.3.2 Participate in instructor led flexibility exercises such as the following:

seated toe touch seated groin stretch supine cross legged sciatic stretch standing straight legged calf stretch standing bent legged calf stretch wrist, arm and shoulder stretch standing hand to opposite shoulder blade stretch standing quadriceps (front thigh) stretch three way neck stretch

No Test

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Safety Note: Each stretching position should be taken to the point of maximum tension but prior to pain or discomfort. These stretches should avoid bouncing or ballistic types of movements. The stretches should be held for 15-30 seconds during which time students should be encouraged to breathe deeply and relax. Note: These warm-up exercises should be repeated at the beginning of each Defensive Tactics section that follows as appropriate to the scheduling of each segment. Safety Note: Instruction should be delivered using proper safety equipment such as floor mats, athletic knee pads (fabric-covered foam rubber) and mouth guards if appropriate. Resistance should be appropriate to effectively execute techniques without injury to the trainees. 8.3.3 Demonstrate the course-instructed balance, footwork and body movements to avoid an attacking

person. These movements to incorporate the following:

balance position in response to subjects movements self-control

BST #6

8.3.4 Demonstrate the course-instructed footwork to evade an attack. For example:

not backing straight up in the line of attack moving laterally or diagonally out of the line of attack using pivoting techniques

BST #7 MODULE 8.4: DEFENSIVE TACTICS - FALLING

Instructional Time: 1 hour INSTRUCTIONAL OBJECTIVES : Warm-up exercises if first offering this day. 8.4.1 In a simulation of a frontal assault, demonstrate a rear break fall technique incorporating the

following:

correct body position proper movement balance position of advantage

BST #8

8.4.2 In a simulation of a rear assault, demonstrate a forward break fall technique, incorporating the following:

correct body position proper movement balance position of advantage

BST #9

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MODULE 8.5: DEFENSIVE TACTICS - CONTROL HOLDS

Instructional Time: 5 hours INSTRUCTIONAL OBJECTIVES : 8.5.1 In a simulation, demonstrate at least two course-instructed joint lock control holds incorporating the

following:

balance maintaining a position of control and advantage proper foot movements joint lock mechanisms

BST #10

MODULE 8.6: DEFENSIVE TACTICS - TAKE DOWNS

Instructional Time: 4 hours INSTRUCTIONAL OBJECTIVES : 8.6.1 In a simulation, demonstrate at least two course-instructed take-down techniques incorporating

the following:

balance maintaining a position of control and advantage proper foot movements

BST #11

8.6.2 Demonstrate a course-instructed two officer, one subject take-down technique incorporating the following:

correct positioning of two person configuration controlling the subjects legs above the knees communication between officers

BST #12

Safety Note: The instructor(s) must maintain adequate supervision during these simulations. Trainees should be advised to simulate the procedures at a speed that will minimize the possibility of injury to the trainees.

D-23

MODULE 8.7: DEFENSIVE TACTICS - GROUND CONTROL TECHNIQUES

Instructional Time: 4 hours INSTRUCTIONAL OBJECTIVES : 8.7.1 In a simulation, demonstrate at least 3 course-instructed ground control techniques incorporating

the following:

weapon/equipment retention (firearm, baton, OC, etc.) control of inmate escape/reversal

BST #13

MODULE 8.8: HANDCUFFING AND SEARCHING A HANDCUFFED INMATE Instructional Time: 3 hours

INSTRUCTIONAL OBJECTIVES : 8.8.1 Identify the correct terminology to describe the handcuff. BST #14 8.8.2 Demonstrate proper manipulation of handcuffs. For example:

retrieval pistol grip by chain ensuring swing arm is facing toward subjects wrist ensuring that handcuffs are not double locked before attempting to place them on the subjects

wrist once placed on subjects wrists, check for excessive tightness before double locking double locking on subjects wrist

BST #15

8.8.3 Demonstrate handcuffing a compliant, non-threatening subject incorporating the principles in objective 8.8.2.

BST #16 8.8.4 Demonstrate assisting a person who is prone to his/her feet incorporating the following:

appropriate verbal instructions to the subject during the assist not pulling up subject by his/her arms not compromising the persons ability to breathe

BST #17

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8.8.5 Demonstrate the principles of searching an individual in a pat down or cursory search so that

the effectiveness of the search and the safety of the officer is maximized incorporating the following:

being constantly alert maintaining a position of control and advantage thoroughness of the search conducting the search from the rear searching with one hand, controlling with the other searching systematically by proper use of hand technique (for example: spider crawl) not looking where searching, eyes on subject and surroundings if weapon found, maintain control of subject and weapon

BST #18

8.8.6 Demonstrate the principles of searching an individual in a high-risk situation so that the effectiveness of the search and the safety of the officer are maximized incorporating the following:

awareness balance verbal instructions systematic search controlling holds handcuffing as appropriate patterns of movement

BST #19

8.8.7 In a simulated search exercise, demonstrate the common places where dangerous weapons or

contraband can be located on a subjects person, including the following:

hair underarm area pockets groin area small of back waist ankles sleeves collars/lapels

BST #20 8.8.8 Demonstrate handcuffing a subject from the searching position incorporating the following:

joint locks cuff retrieval from waistband on belt

BST #21

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MODULE 8.9: MECHANICAL RESTRAINTS AND SAFE TY CELL

Instructional Time: 2.5 hours INSTRUCTIONAL OBJECTIVES : 8.9.1 Demonstrate the use of at least one or more mechanical restraints and/or restraint devices

commonly used in a correctional facility. For example:

leg irons flex cuffs waist chains transport chair restraint bed restraint wraps restraint chair restraint board

Practicum. No Test 8.9.2 Explain the principles, conditions and limitations under which restraint devices may be used

pursuant to Title 15, Section 1058, including:

purpose of restraint devices definition of restraint device according to Section 1058 facility manager approval for use of restraint devices acceptable restraint devices signs or symptoms that require immediate medical/mental health referral availability of CPR equipment protective housing of restrained inmates provision for hydration and sanitation needs exercising of the extremities JKT #5/1 item

8.9.3 Identify the monitoring requirements of inmates who are placed in restraint devices.

direct observation time intervals for observation and review medical evaluation mental health evaluation documentation of observation JKT #5/1 item

8.9.4 Explain the principles, conditions and limitations under which safety cells may be used pursuant to

Title 15, Section 1055, including:

purpose of safety cell use facility manager approval provision of nutrition and fluids clothing requirements JKT #5/1 item

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8.9.5 Identify the monitoring requirements of an inmate who is placed in a safety cell.

direct visual observation time intervals for observation and review medical evaluation mental health evaluation documentation of observation JKT #5/1 item

MODULE 8.10: DEFENSIVE TACTICS - ESCAPING TECHNIQUES Instructional Time: 2 hours

INSTRUCTIONAL OBJECTIVES : 8.10.1 Demonstrate course-instructed techniques using hands and arms to block an attack. These

techniques are not required to incorporate advanced blocking motions. They may be simply using hands and arms to protect the head.

BST #22 8.10.2 In a simulation, demonstrate a course-instructed escape technique from a ground position

incorporating the following:

escape and restrain the inmate gain a position of control and advantage maintain mental alertness and concentration

BST #23

8.10.3 In a simulation, demonstrate a course-instructed escape technique from a front position

incorporating the following:

escape and restrain the inmate gain a position of control and advantage proper balance proper foot movements and joint lock mechanisms

BST #24

8.10.4 In a simulation, demonstrate a course-instructed escape technique from a rear position incorporating the following:

escape and restrain the inmate gain a position of control and advantage proper balance proper foot movements and joint lock mechanisms

BST #25

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8.10.5 In a simulation, demonstrate a course-instructed escape technique from a bear hug incorporating the following:

escape and restrain the inmate gain a position of control and advantage balance joint lock mechanisms

BST #26

MODULE 8.11: CELL EXTRACTIONS

Instructional Time: 3 hours INSTRUCTIONAL OBJECTIVES : 8.11.1 Describe circumstances when cell extraction is necessary. JKT #2/1 item 8.11.2 Discuss roles and responsibilities of each team member. No Test 8.11.3 Identify potential hazards e.g., blood borne pathogens, chemical agents, heat exhaustion,

excrement, and injuries. JKT #2/2 items 8.11.4 List key considerations that must be addressed in planning cell extractions. WST #3 8.11.5 Given a scenario, demonstrate cell extraction (simulation exercise). BST #27 8.11.6 Explain key elements needed to be covered in debrief and documentation.

WST #4

D-28

UNIT 9.0

Booking and Receiving Unit Instructional Time: 5 hours

MODULE 9.1: RECEIVING INMATES

Instructional Time: 1.5 hours INSTRUCTIONAL OBJECTIVES : 9.1.1 List the forms that typically must be completed in the process of receiving an inmate.

JKT #2/1 item 9.1.2 Identify the correct procedure for receiving inmates including the following steps:

pat-search strip-search if probable cause (P.C. 4030) screen to determine if medical attention is needed (e.g., physical condition, appears under the

influence or undergoing withdrawal) screen to determine if placement in the detox/sobering cell is needed screen to determine if placement in a safety cell is needed

JKT #2/3 items

9.1.3 Given a sample arrest report or booking report on an incoming prisoner, generate a list of

additional questions to ask the arresting officer.

WST #5 9.1.4 Identify Title 15 mandates and state law regarding the medical screening of incoming inmates.

JKT #2/2 items

9.1.5 Explain the notification requirements pertaining to developmentally disabled inmates. JKT #2/1 item MODULE 9.2: BOOKING INMATES

Instructional Time: 1.5 hours INSTRUCTIONAL OBJECTIVES : 9.2.1 Identify different types of legal detainers. For example:

warrant court order or commitment bail bond surrender DA letter of citation state parole or probation holds JKT #2/2 items

D-29

9.2.2 Identify components of a valid warrant. For example:

name date of birth issuing agency date of issue judge's name bail warrant number physical description

JKT #2/2 items

9.2.3 State the reasons why warrant checks should be completed prior to booking or releasing inmates.

JKT #2/1 item 9.2.4 List appropriate steps in the booking procedure. For example:

ensure prebooking medical screening form is completed gather required forms and documents review all documents for accuracy and legal sufficiency complete booking forms obtain information from the inmate transfer information from the arresting officer's report to the booking sheet inventory, document, and take custody of the inmate's property have inmate sign appropriate forms

JKT #2/3 items

MODULE 9.3: PROCESSING NEW INMATES PRIOR TO HOUSING

Instructional Time: 1 hour INSTRUCTIONAL OBJECT IVES: 9.3.1 Identify the major steps in processing inmates prior to housing. For example:

provide phone calls and document calls photograph incoming inmates fingerprint incoming inmates shower incoming inmates prepare ID tag/bracelet/card exchange inmate's personal clothing for facility issued clothing ensure proper classification of inmate JKT #2/3 items

D-30

9.3.2 Identify the number o